Journal #3: Infographics: More Than Words Can Say

Krauss, J. (2012, February). Infographics: More than words can say. Learning & Leading with Technology, 10-14. Retrieved from http://www.learningandleading-digital.com/learning_leading/201202?pg=14&pm=2&fs=1
Infographics are visual displays of information. They relate sets of data in a unified, visually creative presentation. Infographics are different compared to old-fashioned graphics because they are created by applying a computer program to a few like data sets. When people look at infographics, they are able to ask themselves "What am I looking at? And what does it mean?" This means that students will then be able to interpret and design infographics while it enhances their sense-making and information literacy more efficient. Infographics are a mixture between linguistic (books and lectures) and non-linguistic (graphic organizers, modeling software, computer simulations, and kinesthetic activities). By incorporating infographics into a lesson plan, students can boost their creativity and their ability to interpret graphics. In a lesson plan, creating an infographic involves students to be able to get an idea, sketch the idea out, collect data, develop proof of the concepts, and lay it out and have fun. The article includes tips for making infographics such as being able to tell a story ( include pictures, legend, key question), be clear (make sure someone can tell how different elements contribute to the idea), use good data ("fresh" reliable data), and to pay attention (be aware of infographics all around you).




Q1: How would you incorporate infographics in your classroom?  In my classroom, I would incorporate infographics by having my students create a data set of the percentages of how many students spend studying algebra every week. This is interesting for the students to see where they "rank" in the class, they are interpreting the data by being able to identify where they place in the graphs, and from there, they are able to efficiently understand most of the material that was assigned in the first place.
Q2: Is it more effective to have students learn from looking at infographics or to make their own?I would say, depending on the attractiveness of the infographic that the student is seeing depends on how much they can understand about the information. If they do not care to look at the visual, the student may not care to aknowledge the info that is being presented to them. On the otherhand, if the student is making an infographic, they do have to understand every aspect of the data analysis, and be able to interpret it themselves in order to allow someone else to be able to do so, too. In my opinion, by having the students create their own infographic, they are learning efficiently.